Development and Validation of ENGAGE[TM] Grades 6-9. ACT Research Report Series, 2011-1

Autor/inn/en	Casillas, Alex; Allen, Jeff; Kuo, Yi-Lung; Pappas, Susan; Hanson, Mary Ann; Robbins, Steve
Institution	ACT, Inc.
Titel	Development and Validation of ENGAGE[TM] Grades 6-9. ACT Research Report Series, 2011-1
Quelle	(2011), (52 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Measures (Individuals); Middle School Students; Grade 6; Grade 7; Grade 8; Grade 9; Academic Achievement; Risk Assessment; Prediction; Grade Point Average; Educational Experience; Prior Learning; Grades (Scholastic); Standardized Tests; Achievement Tests; Scores; Secondary Education; Identification; Intervention + Suchen Sie Ihr Suchwort? Messdaten; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Schulleistung; Risikoabschätzung; Vorhersage; Bildungserfahrung; Vorkenntnisse; Notenspiegel; Standadised tests; Standardisierter Test; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarbereich; Identifikation; Identifizierung
Abstract	This report details the development and validation of the ENGAGE Grades 6-9, a measure of academic behavior designed to determine students' levels of academic risk. The work presented in this report is part of a comprehensive research program of educational risk assessment based on key academic behavior predictors (also known in the literature as socioemotional or psychosocial factors) of academic success and persistence. ACT researchers modeled early high school GPA based on a prospective sample of 4,660 middle school students from 24 schools and 13 districts. The findings show that (a) prior grades and standardized achievement scores are the strongest predictors of high school academic success, and (b) academic behavior (e.g., motivation, social engagement, and self-regulation) adds substantial incremental validity to the prediction of success. These findings highlight the importance of effective risk assessment based on a combination of achievement and behavior factors amenable to intervention. The discussion focuses on how educators can use such information to identify at-risk students early, assess their strengths and needs, and provide them with interventions designed to facilitate academic success. (Contains 9 tables, 2 figures and 2 footnotes.) (ERIC).
Anmerkungen	ACT, Inc. 500 ACT Drive, P.O. Box 168, Iowa City, IA 52243-0168. Tel: 319-337-1270; Web site: http://www.act.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10